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Tutoring in adult-child-interaction: On the loop of the tutor's action modification and the recipient's gaze

Autor(en)
Pitsch, Karola ; Vollmer, Ann. Lisa 0000-0002-9378-7249 ; Rohlfing, Katharina ; Fritsch, Jannik ; Wrede, Britta 0000-0003-1424-472X
Normierter Zeitschriftentitel
Interaction studies 
DOI
10.1075/is.15.1.03pit
URN
urn:nbn:de:0070-pub-26621581
URL
https://pub.uni-bielefeld.de/record/2662158
Web of Science-ID
000339320000003

Weitere Details

Sprache
englisch
Darstellungsform
Text
Band
15
Ausgabe
1
Seitenbereich
55 - 98
Schlagwörter
adult-child-interaction , conversation analysis , feedback , gaze , interactional coordination , motionese , quantification , social learning , tutoring
Link zum Volltext (intern)
https://pub.uni-bielefeld.de/record/2662158
DDC
006

Research of tutoring in parent-infant interaction has shown that tutors - when presenting some action - modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8 to 11 month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high arches) functioned as an orienting device to guide the infant’s visual attention (gaze). Action modification and the recipient’s gaze can be seen to have a reciprocal sequential relationship and to constitute a constant loop of mutual adjustments. Implications are discussed for developmental research and for robotic ‘Social Learning’. We argue that a robot system could use on-line feedback strategies (e.g. gaze) to pro-actively shape a tutor’s action presentation as it emerges.

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